1. How Teaching
Changes the Brain
TIRP III
May 11, 2013
Barbara A. Toney

2. Do you get sick of hearing:
“Why do I have to learn this” and “When
am I ever going to use this?”
Coming up: The definitive answer to
these questions that will stop them from
asking them ever again.

3. Major concepts
• Good, bad, short-term or long-term, something is
always happening in kids’ brains.
• The choices you make as an educator will be a
major influence on students- good or bad.
• You can only make good choices
when you are informed about which
ones matter the most.

4. Answer Search
• Your Task: Fill in the Blanks on your
Notes
• How? Every 30 seconds find a new
partner (just one) and exchange
answers.
• Repeat to completion

5. Guess Which Factors
Actually Change Our Brains?
Bad moods Playing an Instrument
Distress Daily Walks
Learning Diabetes
Music Gene Expression
Trauma Watching TV
Nutrition Hands on Science
Exercise Boredom
Medications Sleep

6. Old (outdated) Paradigm
““Our brains stayOur brains stay
mostly the same.mostly the same.
Except we lose brain cellsExcept we lose brain cells
every day.”every day.”
(this is old and mostly wrong)(this is old and mostly wrong)

7. A New View of the Human Brain
The human brain is
dynamic, not fixed.
The brain (depending
on your age) is:
• making connections
• adding new neurons
• pruning excess neurons
• allowing neurons to die
• changing its chemistry
• re-organizing itself every single day!

8. Cell Structure
Brain Chemistry
Neurogenesis
Cell Survival/Function
Brain Activity
Gene Expression
Blood Flow

9. Teaching Changes
Cell Structures (length & volume)
Jacobs, et al., 1993

10. Learning Experiences PhysicallyLearning Experiences Physically
Alter Student Brain CellsAlter Student Brain Cells

11. Dendrites Add “Spines” asDendrites Add “Spines” as
Response to Environmental InputResponse to Environmental Input
Majewska,etal.2006

12. Teaching Changes
How Cells Connect

13. Simple to
Complex
From simple to
complex neural
networks; that’s
the process
when we
develop expert
knowledge in a
topic

14. Learning Changes Location of
Blood Flow in Our Brains
Note changes in activation L-R in
subjects learning to play a game
Haieretal.(1992)

15. Activities and Exercise
Change the Brain

16. Standing,Standing, a Simple Activity,a Simple Activity,
Increases CirculationIncreases Circulation
(which improves cognition)(which improves cognition)

17. Nearly
any kind of
activity that
boosts
circulation
also improves
brain function
and cognition
Vaynman S, and Gomez-Pinilla (2006)

18. NeurogenesisNeurogenesis (the production of(the production of
brand new brain cells)brand new brain cells) is…is…
Enhanced by:
• Exercise
• Complex
Environments
• New Learning
• Prosocial
Contact
• Nutrition
• Low Stress
Reduced by:
• Distress
• Inactivity
• Boredom
• Depression
• Poor Nutrition
• Isolation & Low
Social Status
P.S. Teachers can influence many of these factors!

19. Dots and Boxes
• . . .
. . .
. . .

21. Groups of 4
• As a group, create
a list of 10 clever
ways to put more
movement into your
classroom.

23. Teachers Influence Student
Stress Levels
GuttelingBM,(2005),Smideretal.,(2002),KnotheM,etal.(1998)

24. Stress alters neuron growth
Healthy Stressed
Sousa,N.,etal.2000

25. Distress AffectsDistress Affects
NeuronsNeurons
Dendrites taken from
rat PFC show effects.
How much (time)How much (time)
exposure to distressexposure to distress
would you predict itwould you predict it
would take forwould take for
neurons to witherneurons to wither
as shown?as shown?
a) 2 hrs./day/60 daysa) 2 hrs./day/60 days
b) 30 min./day…7 wksb) 30 min./day…7 wks
c) 1 hr./day…10 weeksc) 1 hr./day…10 weeks
d) 10 min./day…5 daysd) 10 min./day…5 days
(Brown et al. 2005)
Control Stressed

26. Acute Stress Inhibits the
Production of Neurons

27. Social Status Strongly
Influences the Brain

28. Social Status and the Brain
Social experiences
throughout life influence
gene expression,
dendritic remodeling,
brain chemistry, heart
rate and behavior.
However, during our
early years, these
influences have a
particularly profound
effect.
ChampagneandCurley(2005)

29. Teachers Strongly Influence
Student Social Status
How?
Through
affirmation,
drama, teams,
recognition,
cooperative
learning, positive
feedback, skill-
building and giving
responsibility and
leadership roles

30. Neurotransmitters that May
Influence Behaviors
Serotonin (“Ahhh”)
Low levels linked with depression
and/or aggression. Moderate levels
linked like relaxation, optimal mood and
enhanced working memory.
Dopamine (“Ya-hoo!”)
Low levels linked with cognitive and
motor problems. Moderate levels linked
like elevated mood and better memory.
Source: Wurtman
HjalmarssonL,etal.2005
Brooks,DJ,2006

31. Teachers Influence Student
Feelings of Safety & Well-being;
Which Lowers Stress
KrakowskiM,2003

32. Teachers Influence the
Release of Dopamine, Which
Boosts Feelings of Pleasure
BurgdorfJ,PankseppJ.(2006)

33. Teachers Can Orchestrate Success,
Positive Feedback and Collaboration

34. Odds and Evens
• Take pen and paper. Pair
with another “Odd” or “Even”.
• In your pair come up with 5
ways you can manipulate
student serotonin, dopamine
and cortisol levels in your
classroom.
• Combine with another pair,
compare lists and add ones
you are missing.

35. The New Understanding
of the Role of Teachers
Teachers can
teach in ways that
make powerful and
positive changes in
the brains of their
students!
Teachers shape
brains!

36. What can I do Tomorrow?